and : The Use of Digital Storytelling in Teaching of Science-related Contents

There is an increasing need in the education for integrating technology-based practices into the curriculum. Digital Storytelling is a new method, that allows students to combine storytelling and usage of ICT-tools in the learning process, it provides an opportunity for students to create multimodal narratives. Students learn not only how to use digital techniques, but also to create unique stories, that avoke attention and interest among their classmates in a powerfully way, and provide an effective communication about the main topic in the classroom. Most of the examinations has been implemented related subjects like language arts, literature and history. The advantages of the method has been increasingly used as well as related developing of critical thinking, problem solving and language learning skills (Chun-Ming et al. 2011, Yang, Wu, 2012, Abdel-Hack, Helwa 2014) such as enhancing motivation (Abdolmanafi-Rokni, Qarajeh 2014) and learning achievement (Smeda et al. 2014). The aim of this paper is to present how digital storytelling can be used as a creative method among high school students in geography lessons. Quantitative and qualitative instruments, including digital story evaluation rubric were implemented to examine, what kind of strategies students used to select images and informations to design and create their digital stories, and how they used their ICT-tools to meet technical attributes of digital stories. The main question of our examination was if there is a causal relationship between the individual learning characteristics of students like cognitive style or digital literacy and their willingness and engaging to use digital storytelling as learning tool. The findings from the analysis of students-produced stories revealed that students did well in their projects.

Keywords: digital storytelling, cognitive style, digital competence, methodology

Year: 2017
Issue: 2
Page: 26-44
Jun 2017
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